Assessment for Learning (AfL)
Sharing Learning Intentions &
Success Criteria
Learning Intentions and Success Criteria
“What classroom practice are
managers looking to
observe surrounding the
use of learning intentions
and success criteria?”
What classroom practice are
managers looking for?
1. Teacher knows how to ‘state, share and show’ learning intentions
2. Teacher designs and explains activities that enable the student to
learn what we want them to learn – practical use of the 7 design
principles of CfE
3. Teacher and student work out success criteria together
4. Pupils self/peer assess on an ongoing basis against the success
criteria
5. Pupils identify next step(s)
Why Are Learning Intentions and
Success Criteria Important?
‘If learners are to take more responsibility for their own learning, then
they need to know what they are going to learn, how they will
recognise when they have succeeded and why they should learn it in
the first place.’
(An Intro to AfL, Learning Unlimited, 2004)
Learning
Intentions
‘What’ and
‘Why’
Success Criteria
‘How to recognise success’
What Is a Learning Intention?
‘A learning intention describes what pupils should
know, understand or be able to do by the end of
the lesson or series of lessons.’
(Learning Unlimited, 2004)
Learning Intentions:
• Identify new learning
• Focus on transferable skills
Sharing Learning Intentions
1.
2.
3.
4.
5.
Identify what pupils will be learning.
Explain the reason for the learning (This is
because…).
Share (and sometimes negotiate) the learning and the
reason with pupils at the beginning of the lesson or
activity.
Present these in language that pupils can understand.
Revisit the learning intention throughout the
activity/lesson.
What Is the Learning?
Skills
Knowledge and Understanding
Reasoning (mainly problem solving in its broadest sense)
Products
Focus on transferable skills when possible
These are skills that learners can use in other contexts. This:
• helps learners to make connections across the curriculum,
• helps them recognise when they are using similar skills in
unfamiliar contexts and
• makes achievement of learning intention possible for all
abilities (it’s the extent to which pupils achieve or demonstrate
the intention that will vary).
Defining the Learning Intention
Simple Examples:
- work effectively in groups
- use evidence to draw conclusions
- identify odd and even numbers
Defining the Learning Intention cont.
• Learning Intention: What are we learning?
- To write an effective characterisation.
• Context: Vehicle for the learning
- Friendship
•
Activity: What are we doing?
- Write a description of your best friend.
Getting the Learning Intentions Right!
Activity
Give a speech for or
against smoking
Learning Intention
Context
To present a point of view in a Speech about
persuasive way
smoking
Draw a bar chart to
To present information
show how pupils in our graphically
class come to school
Bar chart on types
of transport used to
get to school
Work effectively in a
group to design a
leaflet to promote
healthy eating
Healthy eating
leaflet
To be able to work effectively
in a group
Tips:
Using Learning Intentions Effectively
• Separate the learning intention from the activity
instructions
• Discuss with pupils why they are learning it
• Use child-friendly language (and/or ensure
children have the language of learning) - ‘We are
learning’ rather than ‘doing’
• Make it visible (display)
• Allow time for discussion with pupils
Success Criteria
Learning
Intentions
‘What’ and
‘Why’
Success Criteria
‘How to recognise
success’
Why Are Success Criteria Important?
•
•
•
•
•
Improve understanding
Empower pupils
Encourage independent learning
Enable accurate feedback
Quality assessment is totally dependent on
the use of success criteria
What Are Success Criteria?
‘… success criteria summarise the key steps or
ingredients the student needs in order to fulfil the
learning intention – the main things to do, include
or focus on.’
- Shirley Clarke
Effective Success Criteria…
•
•
•
•
are linked to the learning intention;
are specific to an activity;
are measurable;
are discussed and agreed with pupils prior to
undertaking the activity;
• provide a scaffold and focus for pupils while
engaged in the activity; and
• are used as the basis for feedback and
peer-/self-assessment.
Effective Success Criteria cont.
Learning Intention: We are learning to write a narrative.
Activity: Write a ghost story.
I will be successful if:
I will be successful if:
• people enjoy reading my story; and
• it frightens them.
• set the scene in the opening
paragraph;
• build up tension/suspense;
• use spooky adjectives and powerful
verbs; and
• end with a cliffhanger.
Additional Examples
We are learning to…
present an argument.
We are learning to…
calculate the passing of time
in 5-minute intervals.
Remember to…
Remember to…
• include opening and closing
•
•
•
•
statements
• give reasons for and against
• use evidence to support
• use language to persuade
count from the minute hand
stop where the minute hand finishes
count in fives
go clockwise
Benefits for Pupils
‘Children are more focused
and interested, creating a
positive learning culture.
Their self-esteem is
improving also.’
‘Success can now
be achieved by all,
even the weakest
children!’
(Findings from Teacher Researchers)
‘We have given children
the vocabulary to discuss
their own work.’
‘Pupils are beginning
to talk more about how
they are learning rather
than what they are
learning.’
Benefits for Teachers
‘I’m more sensitive to
individuals’
needs/achievements.’
‘Relationships
between teacher
and pupils are
warmer and more
positive.’
(Findings from Teacher Researchers)
‘Sharing learning intentions
and success criteria at the
beginning of the lessons has
resulted in teacher and
pupils working more in
partnership towards a
common goal.’
‘My planning is more
effective/focused/
thoughtful.’